UNIVERSITY OF CALGARY · of generalist social work practice within rural, remote, and Indigenous contexts. A series of modules address the challenges and skills of generalist practice

Fall 2018

Course Number: SOWK 300 L01 Classroom: Online

Course Name: Generalist Practice in Context Theme Course

Day & Time: Tuesday 6pm (Mountain Time)

Instructor: Lun Li (Course Coordinator) Office Hours: As Arranged

Telephone: 587-889-7549 Email: [email protected]

COURSE OUTLINE

Syllabus Statement Examination of the professional use of self in relation to the knowledge, values, and skills pertaining to the approaches of generalist social work practice in rural, remote, and Aboriginal communities. Course Hours: 6 units; F(6-0)

Course Description Through lectures, readings, group exercises and discussion, students are introduced to the core concepts of generalist social work practice within rural, remote, and Indigenous contexts. A series of modules address the challenges and skills of generalist practice. These modules include generalist practice, professional use of self, social work ethics, critical thinking and approaches in social work practice, rural, remote and northern communities, indigenous contexts and summary/integration. Students will have an opportunity to explore frameworks as well as history and challenges associated with generalist social work approaches in their own region.

Learning Objectives By the end of the course the students will:

1. Articulate the conceptual elements of various social work theoretical approaches; 2. Identify the cultural assumptions and biases underlying generalist social work practice and

critique its application in diverse contexts; 3. Develop an awareness and the ability to demonstrate professional use of self in generalist social

work practice; 4. Demonstrate critical thinking in appraising various theoretical approaches to social work practice; 5. Develop critical awareness of how geographical, cultural and linguistic contexts influence

professional social work identity; 6. Develop professional identities as practitioners whose professional goal is to facilitate collective

welfare and well-being; 7. Acquire knowledge of legislation governing social work practice in Alberta, including the Health

Professions Act, Code of Ethics, and Standards of Practice in various professional roles and activities and institutional contexts, with a particular emphasis on professional responsibilities towards vulnerable or disadvantaged groups;

8. Acquire skills to monitor and evaluate their own behaviours in relation to the relevant codes of ethics and Standards of Practice; and,

9. Develop skills in critical thinking, reasoning and reflective practice, including critical analysis of assumptions, consistent with the values of the profession, which they apply in their professional

mailto:[email protected]

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practice to analyze complex social situations, make professional judgment, and continually improve practice.

Relationship to Other Courses

SOWK 300 is one of the four foundation theme courses in the BSW Learning Circles Program. It must be completed concurrent with SOWK 301 – Generalist Practice in Context Portfolio Project.

Course Text(s) There is no required text for SOWK 300.

Class Schedule This Theme Course will be delivered in a series of eight modules. Following a brief orientation, students will complete the following modules. SOWK 300 provides 78 hours of instruction over eight modules. Each module offers nine instructional hours over a two-week period. In addition, students can expect to devote approximately 10 hours per week for course related activities.

Dates Module: Topics Session Instructor Sep. 6 to Sep. 18 Module 1: Generalist Practice Sep. 11 Ilyan Ferrer

Sep 19 to Oct 2 Module 2: Approaches in Social Work Practice

Sep. 25 Iris Plain Eagle

Oct. 3 to Oct. 16 Module 3: Rural, Remote, and Northern Communities

Oct. 9 Trudy Wilson

Oct. 17 to Oct. 30 Module 4: Indigenous Contexts Oct. 23 Iris Plain Eagle

Oct. 31 to Nov. 13 Module 5: Critical Thinking in Social Work Practice

Nov. 6 Cari Gulbrandsen

Nov. 14 to Nov. 27 Module 6: Social Work Ethics Nov. 20 Iris Plain Eagle Nov. 28 to Dec. 11 Module 7: Professional Use of Self Dec. 4 Jacqueline Fields Dec. 12 to Dec. 16 Module 8: Summary and Integration Lun Li

* All the times indicated in this file are Mountain Time (Calgary time) Module 1: Generalist Practice This module includes an overview of the historical development of social work practice. It also creates a foundation for critical appraisal of various approaches to social work practice. The module includes an analysis of alternative worldviews and competing paradigms as a well as an introduction to various contexts for generalist social work practice. Students will also identify and situate social work roles and functions across a continuum of practice level (micro, mezzo, and macro). Module Learning Outcomes: Upon completing this module, students will be able to:

• Describe the historical development and influences of social work practices including various practice models/metaphors.

• Understand the role of worldviews, assumptions, and values underpinning various social work practice models.

• Situate themselves, their social location, and worldviews in relation to generalist social work practice

• Identify and situate social works roles and functions across a continuum of practice levels (micro, mezzo, and macro).

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Required Readings:

• Lee, E.O.J., & Ferrer, I. (2014). Examining social work as a Canadian settler colonial project: Colonial continuities of circles of reform, civilization, and in/visibility. Journal of Critical Anti-Oppressive Social Inquiry, 1, 1-20.

• Miley, K. K., O’Melia, M., & DuBois, B. (2016). Generalist Social Work Practice. In K.K. Miley, M. O’Melia & B. DuBois (Eds.), Generalist social work practice: An empowering approach (8th ed., pp. 1-20). Boston, MA: Allyn & Bacon.

• Langer, C.L., & Lietz, C.A. (2015). The role of theories in social work practice. In C.L. Langer & C.A. Lietz (Eds.), Applying theory to generalist social work practice (pp. 7-26). Hoboken, NJ: John Wiley & Sons.

Module 1 learning activities

• Please refer to the learning activity checklist • Office hour:

o September 7th 6:00 PM to 7PM MST and o September 14th 12:00 PM to 1:00 PM MST

• Online session: September 11, 2018 Module 1 Assignment 1: Main Post

Value: 70% of Module 1 Due Date: September 12th, 2018 Type: Discussion post Description: Based on your interview (see activity checklist) and Module 1 content, your

discussion post offers a reflection on the ways in which our worldviews, histories can inform our generalist practice. In this discussion post, you are expected to summarize your interview, make connections between the history of social work and generalist practice. Students must discuss the possibilities and challenges in taking sociohistorical account of social work practice. Students must demonstrate critical thinking, learning and insights from the presentations, the readings, and interview.

Grading Criteria: Detailed rubrics are included in the D2L course Associated Learning Outcome:

See #1, 3, 6, 7, 9 from the course learning outcomes

Module 1 Assignment 2: Reply Post

Value: 30% of module 1 Due Date: September 16th, 2018 Type: Discussion reply Description: For Assignment 2, students are required to respond to ONE discussion post.

Drawing from Module 1 content, students will offer a new idea/original perspective to the discussion by identifying a particular social work theory or approach. In particular, students are expected to offer reflections on how they would integrate and take into account social work history in their replies.

Grading Criteria: Detailed rubrics are included in the D2L course Associated Learning Outcome:

See #1, 3, 6, 7, 8, 9 from the course learning outcomes

Module 2: Approaches in Social Work Practice This module will provide an introduction to various approaches to social work practice including the Strengths-based Approach, Systems Perspective, Problem Solving Method, Feminist Approach, and

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Structural Approach. The interconnectedness of micro and macro issues will be demonstrated as students come to appreciate the ‘local is the global’. Module Learning Outcomes: Upon completing this module, students will be able to:

• Appraise, compare, and apply various theoretical approaches; • Identify the cultural assumptions and biases underlying various theoretical approaches to social

work practice and critique their application in diverse contexts; • Distinguish elements of various practice theories (beliefs, values, social purposes, and

conceptual frameworks, interventions) in order to create a framework and critically appraise various practice approaches.

Required Readings:

• Newell, J. M. (2012). Addressing the needs of veterans and military families: A generalist practice approach. Journal of Baccalaureate Social Work, 17 (1), 1753-1768.

• Rousseau, J. (2015). The elusive promise of reconciliation in British Columbia child welfare: Aboriginal perspectives and wisdom from within the BC Ministry of Children and Family Development. First Peoples Child & Family Review, 10(2), 44-61.

• Hughes, M. E. (2015). A strengths perspective on caregiving at the end-of-life. Australian Social Work, 68(2), 156-168. doi:10.1080/0312407X.2014.910677

• Ozmen, E. R., & Doganay-Bilgi, A. (2016). A case study: The implementation of a problem- solving model with a student with reading difficulties in turkey. Education & Treatment of Children, 39(3), 339-358

Recommended Readings:

• George, J., & Stith, S. M. (2014). An updated feminist view of intimate partner violence. Family Process, 53(2), 179-193. doi:10.1111/famp.12073

• Manful, S. E., & Manful, E. (2010). Improving the lives of Ghanaian children: complementing the global agenda with a structural social work approach. International Journal of Social Welfare, 19(1), 115-123. doi:10.1111/j.1468-2397.2009.00695.x

• Alfandari, R. (2017). Partnership with parents in child protection: A systems approach to evaluate reformative developments in israel. British Journal Of Social Work, 47(4), 1061-1077. doi:10.1093/bjsw/bcw101

• Additional readings beyond module required readings specific to the module content found in the University of Calgary library



o September 21, 2018, 7:00 pm (Adobe Connect) o September 28, 2018, 7:00 pm (Adobe Connect)

• Online session: September 25, 2018 Module 2 Assignment 1: Main discussion post

Value: 50% of Module 2 Due Date: September 30, 2018 midnight (Mountain Time) Type: Main discussion post Description: Apply three of the six social work frameworks studied in Activity 1, 2 & 3 to a

client population and social problem of your choosing. Describe the unique application of each of the three frameworks a social worker will progress through when working with the client population. The three frameworks to be selected from include:

• Strengths Perspective • Problem Solving • Feminist Approach

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• Structural Approach • Aboriginal Approach • Systems Approach

Grading Criteria: 50 points determined as follows: • 15 points: State which client population and social problem you chose. One

original, brief, clear example is provided of how each of how the three perspectives would differ in the way you approach work with the client and problem.

• 15 points: demonstrate an application of the readings and your understanding of how to apply these 3 frameworks.

• 5 points: Present one personal and thoughtful insight from your own process of contrasting and comparing the three different perspectives you used in approaching the chosen population and problem.

• 5 points: Clearly identify one insight that you gained about your approach to social work practice.

• 5 points: Clearly state one specific social work skill that you would personally need to become better at, in order to be more competent working with the client and problem.

• 5 points: The reflection and references you have included indicate that you have done additional reading. Post adheres to APA guidelines, is clear, succinct, no spelling or grammar errors. Main Post is 500 words (700 words maximum).

0% is awarded if student has not posted by our deadline Associated Learning Outcome:

Associated to outcome #1, #4, #6 of the course outcome

Module 2 Assignment 2: Replies to Main Discussion

Value: 30% of Module 2 Due Date: Oct. 2, 2018 midnight (Mountain Time) Type: Reply Description: These are replies to two different students, outside of your own discussion

thread. Grading Criteria: Student receives 15 points for each reply as follows:

• For adding a new idea/perspective/point or new integration of theory to the discussion,

• For personal reflection, or an example of application to social work practice, Associated Learning Outcome:

Associated to outcome #1, #4, #6 of the course outline

Module 2 Assignment 3: Adobe Connect Session

Value: 20% of Module 2 Due Date: Sept. 25, 2018 Type: Adobe Connect Description: Attendance, preparation with completion of activity 1 & 2, 3 meaningful

participation integrating discussion of frameworks for practice Grading Criteria: 20% Attendance, preparation with completion of activity 1 & 2, 3 meaningful

participation integrating discussion of frameworks for practice Associated Learning Outcome:


Module 3: Rural, Remote and Northern Communities

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In this module students will be introduced to the core concepts of rural and northern social work in a Canadian context. The module begins by exploring the challenges in defining the geographical context of rural and northern practice. Through course readings, lecture and small group discussion students will have an opportunity to consider key concepts for practice within these contexts. They will then have an opportunity to apply these concepts to a case study. Lastly, however perhaps most on the forefront of practice, students will have an opportunity to reflect on the role of technology in these contexts and some of presenting ethical challenges. Module Learning Outcomes: Upon completing this module, students will be able to:

• Explore factors that help to define and distinguish rural and northern contexts for social work practice.

• Identifying themes or elements that contribute to a greater understanding of the unique nature of rural and northern practice.

• Increased awareness of ethical challenges in rural and northern practice. • Enhance understanding of the professional and personal challenges and opportunities for

practice in these contexts. • Explore the impact of technology on practice in these contexts and the ethical challenges the use

of technology may present. • Think critically about how various practice approaches fit within these contexts.

Required Readings:

• Brownlee, K., Graham, J.R., Doucette, E., Hotson, N., & Halverson, G. (2010). Have community technologies influenced rural social work practice? British Journal of Social Work, 40(2), 622-637.

• Dombo, E.A., Kays, L., & Weller, K., (2014). Clinical social work practice and technology: Personal, practical, regulatory, and ethical considerations for the twenty-first century. Social Work in Health Care, 53(9), 900-919.

• Schmidt, G. (2009). What is northern social work? In R. Delaney & K. Brownlee (eds.), Northern & rural social work practice: A Canadian perspective (pp.1-17). Thunder Bay, ON: Lakehead University, Centre for Northern Studies.

• Randall, W.L., Clews, R., & Furlong, D. (2015). The Tales that Bind: A Narrative Model for Living and Helping in Rural Communities. Toronto Press. (Available at University of Calgary Ebook Central: https://ebookcentral-proquest-com.ezproxy.lib.ucalgary.ca/lib/ucalgary-ebooks/reader.action)

o Preface, pp.ix-xiv o Chapter 15- Recurring Themes, pp.156-171


• Halverson, G., & Brownlee, K. (2010). Managing ethical considerations around dual relationship in small rural and remote Canadian communities. International Social Work, 53(2), 247-260.


• Please refer to the learning activity checklist • Office hours:

o Thursday October 4, 2018, 7:00- 8:00pm and o Thursday October 11, 2018, 7:00- 8:00pm

• Online session: Tuesday October 9, 2018 Module 3 Assignment 1: Understanding boundaries in rural and northern context.

Value: 20% of Module 3 Due Date: October 9 Type: Online session Description: • This session will be hosted live in Adobe Connect or Zoom (to be confirmed)

https://ebookcentral-proquest-com.ezproxy.lib.ucalgary.ca/lib/ucalgary-ebooks/reader.action)

https://ebookcentral-proquest-com.ezproxy.lib.ucalgary.ca/lib/ucalgary-ebooks/reader.action)

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Agenda • Overview of Module • Mini lecture • Small group discussion- in pre-set small groups.

Key questions for discussion • One of the key factors highlighted when discussing both rural and northern

context is that of dual relationships and personal boundaries. In small groups explore the following questions: 1. What opportunities and/ or challenges do close or blurred boundaries

create? 2. How do these boundaries support and/ or challenge our social work

ethics? Grading Criteria: Full points for participation Associated Learning Outcome:



• Increased awareness of ethical challenges in rural and northern practice. • Enhance understanding of the professional and personal challenges and

opportunities for practice in these contexts. Module 3 Assignment 2: Use of technology in rural and northern context.

Value: 30% of Module 3 Due Date: Main Post due October 10

Discussion Posts (2) due October 12 Type: Discussion Post (max 250 words) and 2 Responses (max 250 words each) Description: • The main post and discussion will be posted on D2L discussion board.

Key questions for discussion • Provide a critical reflection to the following two questions:

1. Does technology risk imposing an urban-centric bias on rural and northern practice?

2. Does technology create or address any ethical challenges? Grading Criteria: 30 points determined as follows:

15 points: Provides a response to both questions that highlights an understanding of the key concepts and demonstrates critical thought. 10 points: Provides 2 thoughtful responses that generates learning and reflection for your peers. 5 points: At least one relevant reference is included in your main post. Post is clear, succinct, and well written.

Associated Learning Outcome:

• Explore the impact of technology on practice in these contexts and the ethical challenges the use of technology may present.

Module 3 Assignment 3: Applying the concepts of rural and northern context to practice- a case study.

Value: 50% of Module 3 Due Date: October 16 to be posed in D2L between 12:00 noon and 11:59pm Type: Case Study Description: • The case study will be posted in D2L on October 16 between 12:00noon and

11:59pm. Process 1. Select a case study from the 3 provided below.

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2. Complete a media search to build a greater understanding of some of the key factors in each of these communities/ scenarios.

3. Select the format you feel will best highlight your case study: a. Video 3-5 min b. Audio 3-5 min c. Prezi/ Powerpoint- audio must be built in, 8-10 slides, 3-5 min d. Written max 500 words

4. See tools listed below for guidance with different formats. 5. Build your case study in your selected format. 6. Post your case study in D2L between 12:00noon and 11:59pm Oct 16 Key questions to consider in case study In your case study provide a critical response to each of the following questions: A. How would you define this context: rural or northern? What factors (at least 2)

did you consider in determining your definition? B. What key themes/ factors (provide 2) of rural and/ or northern practice would

you consider in responding to this case study? How might these themes/ factors impact the decisions you make or the supports you are able to provide?

C. Identify one opportunity and one challenge, unique to rural or northern context, you may be presented with as a social worker in this case study.

D. How might technology be seen as a tool and /or barrier to your approach? Format • This case study may be presented using a number of different formats:

• Video (3-5 min in length) • Audio (3-5 min in length) • Prezi/ Powerpoint- must have audio included (10-15 slides and 3-5

minutes) • Written presentation (max 500 words)

Grading Criteria: 50 points determined as follows: 10 points: Clearly articulates two factors considered in defining the context (rural or northern) of your case study. 10 points: Is able to identify 2 key themes/ factors you would consider in responding to your case study, with the ability to highlight how these factors might impact the decisions you make or the supports you are able to provide. 10 points: Identifies one opportunity and one challenge, which are unique to rural and northern social work, relevant to your case study. 10 points: for have provided insight into how technology may be a tool/ barrier in your approach. 10 points: For the use of a format that is best able to capture your critical responses to the provided questions.




• Increased awareness of ethical challenges in rural and northern practice. • Explore the impact of technology on practice in these contexts and the ethical

challenges the use of technology may present. Module 4: Indigenous Contexts

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This module will focus on the attempts to deconstruct social cohesion and responsibilities of Indigenous cultures. It will examine the principles and relational values that are essential for the reconstruction of ethical responsibilities of Indigenous practice. This module will explore and identify social work knowledge and skills that can be used in building the capacity of Indigenous families and communities through applying principles and values which strengthen and maintain good relations, resulting in the social reconstruction of healthy communities. Module Learning Outcomes: Upon completing this module, students will be able to:

• Distinguish assumptions and constructs that reflect the social and cultural realities of Indigenous peoples.

• Distinguish foundational elements of Indigenous social work practice. • Identify their developing personal and professional identity in relation to Indigenous world view

and anti-oppressive practice. • Distinguish and analyze the structural and cultural aspects of social policy as it relates to

assimilation, epistemic violence, and ordinary genocide. Required Readings:

• Simonds, V. W., & Christopher, S. (2013). Adapting western research methods to indigenous ways of knowing. American Journal of Public Health, 103(12), 2185-2192. doi:10.2105/AJPH.2012.301157

• A call to action from indigenous peoples in Asia to the world conference on indigenous peoples. (2014). Fourth World Journal, 12(2), 85-95.

• 1491: The Untold Story of the Americas before Columbus is based on the book “1491: New Revelations of the Americas Before Columbus” by Charles C. Mann (Knopf, 2005). S01E01– S01E08


• Johnson, J. L., & Beamer, K. (2013). Chapter 8. An Indigenous Narrative of Resilience: Malama ko Aloha. Substance Use & Misuse, 48(13), 1369-1376. doi:10.3109/10826084.2013.814998

• Kariyawasam, K. (2010). The significance of the UN Declaration on the Rights of Indigenous Peoples: The Australian perspectives. Asia-Pacific Journal on Human Rights & the Law, 11(2), 1-17. Doi: 10.1163/157237410X12879969556634

• 2bears, J., & Rogers, J. (2018). For This Land. Canadian Theatre Review,173, 26-30. doi:10.3138/ctr.173.005

• Palacios, J. (2012). Traditional storytelling in the digital era. Fourth World Journal, 11(2), 41-56. • Open-ended Indigenous Peoples' Brainstorming Meeting on the World Conference on Indigenous

Peoples 2014. (2014). Fourth World Journal, 12(2), 31-45. • Additional readings beyond module required readings specific to the module content found in the

University of Calgary library Module 4 learning activities


o October 19, 2018, 7:00 pm (Adobe Connect) o October 26, 2018, 7:00 pm (Adobe Connect)

• Online session: October 23, 2018 Module 4 Assignment 1: Main Discussion Post

Value: 50% of Module 4 Due Date: October 28, 2018 midnight Mountain Time Type: Main discussion post Description: Applying Indigenous ways of knowing tell a story about how your Social Work

practice is represented within the teachings of the Medicine Wheel. Describe using the Indigenous knowledge of the Medicine Wheel how you will practice

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social work within the context of understanding storytelling, research, preservation of their group identity, and history.

Grading Criteria: 50 points determined as follows: • 20 points: Identify the Indigenous context represented in the Medicine

Wheel. Discuss how the Medicine Wheel legitimizes other ways of knowing.

• 20 points: demonstrate an application of the readings and your understanding of Indigenous history, Indigenous knowledge, exploration of difference, other knowledge, storytelling, global perspectives, diversity, and interconnectedness.

• 5 points: Clearly identify one insight that you gained about your approach to social work practice and state one specific social work skill that you would personally need to become better at, in order to be more competent working within the Indigenous context.

• 5 points: Post adheres to APA guidelines, is clear, succinct, no spelling or grammar errors. Main Post is 500 words (700 words maximum).



Module 4 Assignment 2: Two replies

Value: 30% of Module 4 Due Date: Oct. 30, 2018 midnight (Mountain Time) Type: Reply Description: These are replies to two different students, outside of your own discussion


• For adding a new idea/perspective/point or new integration of theory to the discussion.




Value: 20% of Module 4 Due Date: Oct. 23, 2018 Type: Adobe Connect Description: Attendance, preparation with completion of activity 1 & 2, 3 meaningful




Module 5: Critical Thinking in Social Work Practice This module focuses on critical thinking and its applications in social work learning and practice, including critical reflection and reflexivity. The module will focus on questioning, listening deeply, critically reflecting on social work knowledge and research and critically reflecting on practice and practice related issues. Critical thinking requires us to act upon our reflections and challenges us to apply social work knowledge, research and learning to practice. Module Learning Outcomes: Upon completing this module, learners will be able to:

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• Articulate and demonstrate the importance of critical thinking, critical reflection and reflexivity in social work practice;

• Critically appraise social work literature, knowledge and/or theories. • Critically reflect and respond to a variety of practice situations; • Demonstrate critical thinking in approaches to generalist social work practice; • Evaluate arguments, assumptions and to frame appropriate questions to think critically on practice

situations in various contexts. Required Readings:

• Badwall, H. (2016). Critical reflexivity and moral regulation. Journal of Progressive Human Services, 27(1), 1-20.

• D’Cruz, H., Gillingham, P., & Melendez, S. (2007). Reflexivity, its meanings and relevance for social work: A critical review of the literature. The British Journal of Social Work, 37(1), 73-90.

• Mathias, J. (2015). Thinking like a social worker: Examining the meaning of critical thinking in social work. Journal of Social Work Education, 51(3), 457-474.

Please note: The Critical Review Journal Club assignment for Module 5 will require you to read 1 additional article from a peer reviewed journal (each group will choose one article from a selection of 6).

Recommended Readings: • Ferguson, H. (2018). How social workers reflect in action and when and why they don’t: the

possibilities and limits to reflective practice in social work. Social Work Education, 37(4), 415-427. • Fook, J., & Askeland, G. A. (2006). The ‘critical’ in critical reflection. Critical Reflection in Health

and Social Care, 40-53. • Paul, R., & Elder, L. (2009). The miniature guide to critical thinking-concepts and tools (Thinker’s

Guide). Dillon Beach, CA: Foundation for Critical Thinking. Module 5 learning activities

• Please refer to the Module 5 Learning Activity Checklist • Office hour:

o Wednesday, November 7th, 6pm-7pm and by appt. • Online session: Tuesday, November 6th

o Applying Critical Thinking to Social Work Practice: A Case Analysis and Discussion Module 5 Assignment 1: Small Group Case Discussion/Discussion Forum Posting

Value: 20% of Module 5 Due Date: November 8th Type: Adobe Connect Session: Group case formulation and discussion forum

contribution Description: During the Adobe Connect Discussion, you will have the opportunity to apply

critical thinking to a social work practice case scenario. Each randomly assigned small breakout group will formulate a collective discussion forum contribution that briefly summarizes the ideas and perspectives discussed in the small group discussion. Time will be provided to complete this learning activity during the Adobe Connect Session. However, each group must designate one person to post the group’s brief summary (and the names of group members) in the follow-up discussion forum after the Adobe Connect session.

Grading Criteria: The emphasis will be on participation and generating questions and ideas. See corresponding rubric in D2L.

Associated Learning Outcomes:


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• Evaluate arguments, assumptions and to frame appropriate questions to think critically on practice situations in various contexts.

Module 5 Assignment 2: Critical Review Journal Club (Main Posting)

Value: 60% of Module 5 Due Date: November 9, 2018 Type: Discussion post Description: 450-500 word (detailed assignment description will be posted on D2L) Grading Criteria: Grading criteria for the main discussion forum post and reply (Assignment #2

and #3) will be outlined in a detailed rubric that emphasizes demonstration of critical thinking skills and approaches identified and described in the recorded lecture and in the Module 5 readings. Grading will also consider coherence (organization, flow of writing and consideration of audience) and conventions (APA, grammar, sentence structure, spelling and punctuation). Also see corresponding rubric posted in D2L.



• Critically appraise social work literature, knowledge and/or theories. • Evaluate arguments, assumptions and to frame appropriate questions to

think critically on practice situations in various contexts. Module 5 Assignment 3: Journal Club: Critical Review Journal Club (Reply)

Value: 20% of Module 5 Due Date: November 13th Type: Discussion reply Description: Within your small group discussion forum, respond to a minimum of 1 of your

colleague’s postings. Your replies should respond to the question proposed at the end of the post and/or comment on your colleague’s demonstration of critical reflection/reflexivity. Each reply posting should be 150-200 words in length.

Grading Criteria: Grading criteria for the main discussion forum post and reply (Assignment #2 and #3) will be outlined in a detailed rubric that emphasizes demonstration of critical thinking skills and approaches identified and described in the recorded lecture and in the Module 5 readings. Grading will also consider coherence (organization, flow of writing and consideration of audience) and conventions (APA, grammar, sentence structure, spelling and punctuation). Also see corresponding rubric posted in D2L.



• Critically appraise social work literature, knowledge and/or theories. • Evaluate arguments, assumptions and to frame appropriate questions to

think critically on practice situations in various contexts. Module 6: Social Work Ethics In the social work ethics module, students are asked to reflect on their personal values and examine their relationship with professional social work values and ethics. Students will gain awareness of the Code of Ethics (CASW), Standards of Practice (Alberta College of Social Workers), and consider the presence of international and national professional regulatory bodies. Module Learning Outcomes: Upon completing this module, students will be able to:

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• Examine and distinguish between professional and personal ethics and apply this understanding in resolving ethical conflicts in social work practice.

• Interpret and apply the CASW Code of Ethics and ACSW Standards of Practice. • Understand the some of the unique ethical challenges facing social workers who practice in rural

and remote communities. • Understand research in the context of professional social work ethics

Required Readings:

• Chase, Y. E. (2015). Professional ethics: Complex issues for the social work profession. Journal of Human Behavior in the Social Environment, 25(7), 766-773. doi:10.1080/10911359.2015.1032654

• Clark, J. J. (2009). Why social work practitioners need research ethics knowledge. Social Work, 54 (1), 5-7.

• Halverson, G., & Brownlee, K. (2010). Managing ethical considerations around dual relationships in small rural and remote Canadian communities. International Social Work, 53(2), 247-260. doi:10.1177/0020872809355386

• Woodward, R., & Mackay, K. (2012). Mind the gap! Students' understanding and application of social work values. Social Work Education, 31(8), 1090-1104. doi:10.1080/02615479.2011.608252


• Banks, S. (2016). Everyday ethics in professional life: social work as ethics work. Ethics & Social Welfare, 10(1), 35-52. doi:10.1080/17496535.2015.1126623

• Fine, M., & Teram, E. (2009). Believers and skeptics: Where social worker situate themselves regarding the code of ethics. Ethics & Behavior, 19(1), 60-78. doi:10.1080/10508420802623682

• McDonald, D., Boddy, J., O'Callaghan, K., & Chester, P. (2015). Ethical professional writing in social work and human services. Ethics And Social Welfare, 9(4), 359-374. doi:10.1080/17496535.2015.1009481

• Pasini, A. (2015). Social workers and moral choices. Ethical questions about Giovanna’s case. Ethics And Social Welfare, 9(4), 403-412. doi:10.1080/17496535.2015.1081704

• CASW website history, present role, and Code of Ethics • ACSW website history, present role, Code of Ethics, and Ethical Standards of Practice • Additional readings beyond module required readings specific to the module content found in the

University of Calgary library Module 6 learning activities


o November 16, 2018 7:00 pm (Adobe Connect) o November 23, 2018 7:00 pm (Adobe Connect)

• Online session: November 20, 2018 Module 6 Assignment 1: Main Discussion Post

Value: 50% of Module 6 Due Date: November 24, 2018 midnight Mountain Time Type: Discussion post Description: The roles of the social work profession create special moral rights and duties.

Ethics is the study of morality with special attention to laws, morality and codes of conduct. The challenge for the developing professional is to distinguish between values (personal, societal, and professional), morals (societal, familial, personal, and faith-based) and ethics in social work professional practice. For this main discussion post develop your own written Personal Framework for Ethical Social Work Practice. Include a statement of how you understand that Professional ethics are at the core of social work. Discuss ways in which you understand that the profession of social work has an obligation to articulate its

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basic values, ethical principles, and ethical standards. Incorporate discussion of how the Canadian national social work regulatory bodies, Code of Ethics and Ethical Standards of Practice guide your developing framework of ethical social work practice. In addition, speak to the international and one alternate provincial regulatory body and their role in guiding social work practitioners. Finally, provide a reflection of how you plan to incorporate your framework for ethical social work practice into your work with clients. Include, APA references of the module resources found in the activities and citations for additional readings completed.

Grading Criteria: 50 points determined as follows: • 15 points: State your Personal Framework for Ethical Social Work. • 15 points: demonstrate an application of the readings and how these inform

your understanding that professional ethics are at the core of social work, ways in which you understand that the profession of social work has an obligation to articulate its basic values, ethical principles, and ethical standards.

• 5 points: Present thoughtful insight that incorporates discussion of how the Canadian national social work regulatory bodies, Code of Ethics and Ethical Standards of Practice guide your developing framework of ethical social work practice.

• 5 points: Clearly state one international and one alternate provincial regulatory body and their role in guiding social work practitioners.

• 5 points: Clearly provide a reflection of how you plan to incorporate your framework for ethical social work practice into your work with clients.

• 5 points: The discussion and references you have included indicate that you have done additional reading. Post adheres to APA guidelines, is clear, succinct, no spelling or grammar errors. Main Post is 500 words (700 words maximum).

0% is awarded if student has not posted by our deadline Associated Learning Outcome:


Module 6 Assignment 2: Two replies

Value: 30% of Module 6 Due Date: Nov. 27, 2018 midnight (Mountain Time) Type: Reply Description: These are replies to two different students, outside of your own discussion


• For adding a new idea/perspective/point or new integration of theory to the discussion.




Value: 20% of Module 6 Due Date: Nov. 20, 2018 Type: Adobe Connect Description: Attendance, preparation with completion of activity 1 & 2, 3 meaningful




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Module 7: Professional Use of Self This module will focus on the evolving understanding of the professional use of self as it relates to social work practice. The idea of personhood will be explored including the social location of ourselves with our clients, our communities and societies. Power relations will be discussed as they pertain to our professional use of self. It will also challenge students to look critically at the concept of ‘profession. This module will finish by looking at self-care in the midst of the stress and anxiety of social work practice. Module Learning Outcomes: Upon completing this module, students will be able to:

• Understand the evolution of the term ‘use of self’; • Demonstrate the ability to maintain integrity and the authentic self while using different social

work approaches in different contexts; • Identify ways to keep healthy while practicing social work, including the importance of self-care,

and maintaining personal and professional boundaries. Required Readings:

• Adamowich, T., Kumsa, M., Rego,C., Stoddart, J. & Vito, R. (2014). Playing hide and seek: Searching for the use of self in reflective social work practice. Reflective Practice, 15(2), 131-143.

• Bender, K., Negi, N., & Fowler, D.N. (2010) Exploring the relationship between self-awareness and student commitment and understanding of culturally responsive social work practice, Journal of Ethnic & Cultural Diversity in Social Work, 19(1), 34-53, DOI: 10.1080/15313200903531990

• Bush, A. (2015). Little and Often. Using Micro Practices for Self-Care. Psychotherapy Networker. Washington, DC. http://www.psychotherapynetworker.org/magazine/currentissue/item/2655-little-and-often/2655-little-and-often

• Dominelli, L. (2018). Identity: A personal matter or a political issue. In J. Campling (Ed.), Anti-racist social work (pp. 41-67). London, UK: Macmillan Publishers.

• Miller, S., Hubble, M., & Mathieu, F. (2015). Burnout Reconsidered: What Supershrinks Can Teach Us. Psychotherapy Networker. Washington, DC. https://www.psychotherapynetworker.org/magazine/recentissues/2015-mayjun/item/2654-burnout-reconsidered/2654-burnout-reconsidered


• Hugman, R. (2016). Power and authority in social work practice: Some ethical issues. In R. Hugman and J. Carter (Eds.), Rethinking values and ethics in social work (pp. 64-79). London, UK: Palgrave.

Module 7 learning activities:


o November 28, 2018 at 12 noon and 7PM and o December 6, 2018 at 7PM

• Online session: December 4, 2018 Module 7 Assignment 1: Adobe Connect Session

Value: 15% of Module 7 Due Date: December 4 (Calgary time) Type: Adobe Connect online session Description: The Adobe Connect online session will be a one-hour and half session where

students will attend at the designated scheduled time, and come prepared to discuss the following three questions:

1) In what ways have the Use of Self evolved in social work practice?

http://www.psychotherapynetworker.org/magazine/currentissue/item/2655-little-and-often/2655-little-and-often

http://www.psychotherapynetworker.org/magazine/currentissue/item/2655-little-and-often/2655-little-and-often

https://www.psychotherapynetworker.org/magazine/recentissues/2015-mayjun/item/2654-burnout-reconsidered/2654-burnout-reconsidered

https://www.psychotherapynetworker.org/magazine/recentissues/2015-mayjun/item/2654-burnout-reconsidered/2654-burnout-reconsidered

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2) What tensions come up for you between your own values and the values of the profession of social work?

3) What are your thoughts on power relations in relation to identity-formation?

Grading Criteria: Detailed rubrics in D2L Associated Learning Outcome:

Associated to outcome #2, #3, #5, #6, #7, #9 of the course outline

Module 7 Assignment 2: Activity set 1 post and reply

Value: 35% of final grade in Module 7 Due Date: Main post: December 6, 2018 at 11:59 pm

Reply: December 7, 2018 at 11:59 pm Type: Discussion Forum in D2L Description: Students’ post (30%) on the activity set 1 reflects how they begin to consider

how they use themselves in practice. This reflective exercise will be an individual statement of their professional social work identity. Students provide a reply (5%) to colleagues’ posts that reflects their understanding of how they have made the linkages between the inherent tensions within the personal and professional, and their description of their use of self. Preparation for the post and reply includes completing the readings, reviewing power point presentations, and participating in required activities.


Associated to outcome #3, #5, #6, #7, #9 of the course outline

Module 7 Assignment 3: Activity set 2 post and reply

Value: 35% of final grade in Module 7 Due Date: Main post: December 9, 2018 at 11:59 pm

Reply: December 11, 2018 at 11:59 pm Type: Discussion Forum in D2L Description: The post (25%): This assignment encourages students to reflect upon their

understanding of how they use themselves in social work, and what they have learned about the ways in which they need to engage in self-care. The reply (10%): This assignment encourages students to reflect on their professional selves and their use of different strategies to promote self-care. Preparation for the post and reply includes completing the readings, reviewing power point presentations, and participating in required activities.



Module 7 Assignment: Preparation of Self-care Plan

Value: 15% of final grade in Module 7 Due Date: December 7, 2018 at 11:59 pm Type: Discussion Forum in D2L Description: This assignment encourages students to reflect on their professional selves and

their use of different strategies to promote self-care. Preparation for the plan includes completing the readings, reviewing presentations, and participating in required activities.

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Module 8: Summary and Integration The final module is intended to provide students an opportunity to consolidate their learning of the course materials. Themes from the various course modules will be identified and discussed. Students present their final group project during the Integration/Summary Module. Module Learning Outcomes: Upon completing this module, students will be able to:

• After completing this module students will be able to demonstrate the integration of course materials.

Module 8 learning activities:


o September 6, 12pm to 1pm, and 6pm to 7pm o October 2, 6pm to 7pm o October 25, 6pm to 7pm o November 22, 6pm to 7pm

• Online session: o September 18 o October 16 o November 13 o December 11

Module 8 Assignment: Integrative Project

Value: 100% of Module 8 Due Date: Outline for integrative project is due: Oct. 28, Mid-night (Calgary Time)

Project presentation is due: Dec. 11, Mid-night (Calgary time) Posting of reflections and responses is due: Dec. 16, Mid-night (Calgary time) Submission of group self assessment is due: Dec. 16, Mid-night (Calgary time)

Type: Group project Description: The final assignment for SOWK 300 will be a 15-20 minute group presentation

during the final course module. Students will be randomly assigned into groups of 5 or 6 and will create a factitious case study scenario (individual, family, group, or community problem) that will be used to apply concepts through the theme course. 1. In the project, two intervention plans will be created, each using a different

social work framework. The team will recommend which helping approach (or combination) may be most effective in the local context and identify some of the strengths, pitfalls, worldviews, values, and beliefs associated with each approach.

2. A project outline will be created ahead of the project presentation to indicate the major content for the presentation and the working plan.

3. Components of each of the SOWK 300 modules will be integrated into presentation. The team will then lead an online class discussion of the case and helping alternatives.

4. A brief handout is produced to help the class understand the case and the interventions discussed. These handouts, however, are not formal papers.

5. Each member of the team will evaluate each team member’s relative contributions to the project using a group self-grade

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6. See the Integrative Project content area on the SOWK 300 D2L site, including the Activity Checklist & Calendar for the SOWK 300 Integrative Project, and Adobe Connect dates for further details.

Grading Criteria: • Assignments will be graded according to the students’ ability to synthesize and integrate the material, engaging content presentation, and academic technical merit including use of APA format.

• Standard of writing will be a factor in grading students’ work, including spelling, grammar, and punctuation.

• Any assignment not submitted by the assignment deadline will receive a 0%.

• Detailed grading criteria will be available in the D2L site for the project outline, project presentation, the postings and the group self-assessment.


Associated to outcome #1, #2, #3, #4, #5, #6, #7, #8, #9 of the course outline

Assignments ASSESSMENT WEIGHTING (Overview): The overall course grade will be comprised of grades for completed learning activities. Below is Assessment weighting for each module.

Assignment Assessment Weighting

Module 1 10% Module 2 10% Module 3 10% Module 4 10% Module 5 10% Module 6 10% Module 7 10% Integrative Project 30% Total 100%

All work must be submitted by the deadline unless prior arrangement is made with the instructor due to extenuating circumstances. Late or missed assignments will be graded as "zero" or subject to a penalty in accordance with the discretion of the module instructor.

Recommended Readings All other readings will normally be linked to the SOWK 300 D2L site. You will need to be able to log into the University of Calgary library proxy server in order to access most of them. If you run into any problems with accessing these materials please contact your Module Instructor or your VLC Course Coordinator.

Grading General Grading Criteria: Unless otherwise specified, the following criteria shall generally apply to all written assignments. 1. Timeliness

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In general, dates listed course modules are intended to act as guidelines for assisting students to complete their learning activities in a timely fashion. However, there are certain due dates that are subject to academic regulations. These include Graded Assignments. Students are expected to submit assignments on or before the due dates. A student should contact their module instructor in the event that they are unable to complete learning activities during the time allotted for the module. Students may choose to rewrite assignments to receive additional instructor feedback but assignments will not be re-graded. 2. Integration of Various Ways of Knowing Unless otherwise directed by the instructor, students are expected to integrate concepts from various sources into their assignments. These sources include class discussion, course readings, and related references. Students absent from all or a portion of a module are still responsible to complete the related assignment from the assigned readings and their own resources. 3. Critical Thinking Students are expected to demonstrate critical thinking in relation to their appraisal of concepts presented in class and course readings (see also Professional Conduct). 4. Technical Merit Students are expected to submit assignments that are clearly written, double-spaced (where appropriate) and logically structured. Students are expected to use proper grammar and punctuation. In demonstrating our mutual respect for the contributions of others, students are expected to cite all sources of information using APA (6th edition) guidelines for citations and references. As noted in the University Calendar, students may be subject to serious penalties for academic misconduct. Plagiarism is one form of academic misconduct, which “involves submitting or presenting work in a course as if it were the student’s own work.” 5. Professional Conduct As members of the University community, students and staff are expected to demonstrate conduct that is consistent with University and Faculty codes specified in the University of Calgary Calendar. Students and staff are expected to model behaviour in class that is consistent with our professional values and ethics. Students and staff are also expected to demonstrate professional behaviour in class that promotes and maintains a positive and productive learning environment. Consistent with the aims of the Faculty, all students and staff are also expected to respect, appreciate, and encourage expression of diverse worldviews and perspectives. In addition, all members of the University community are expected to offer their fellow community members’ unconditional respect and constructive feedback. While critical thinking is valued in response to concepts and opinions shared in class, feedback must at all times be focused on the ideas or opinions shared and not the person who has stated them. Completion of learning activities Students encountering difficulties completing learning activities due to health or other factors must contact the instructor to arrange a deferral of term work. A Physician/Counsellor Statement to confirm an absence for health reasons may be required. Students must be aware that they are responsible for payment of any charges associated with the medical assessment and documentation as this service falls outside the realm of services provided by the Provincial Health Care Plan. Participation in Online Learning Activities and Discussions Participation online learning activities and discussions are integral to the Virtual Learning Circle. Students are expected to make every effort to participate in online discussions regularly. Failure to do so may negatively impact those portions of the final grade relating to group work and class participation. For Fee deadlines and Withdraw Dates, see the University of Calgary Academic Schedule at http://www.ucalgary.ca/pubs/calendar/current/academic-schedule.html

http://www.ucalgary.ca/pubs/calendar/current/academic-schedule.html

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The University of Calgary Undergraduate Grading System and the standard Faculty of Social Work percentage conversion will be used.

Grade Grade Point

Description Percentage Range

A+ 4.0 Outstanding 95 - 100

A 4.0 Excellent – superior performance, showing comprehensive understanding of subject matter 95 – 100

A- 3.7 90 – 94 B+ 3.3 85 – 89

B 3.0 Good – clearly above average performance with knowledge of subject matter generally complete 80 – 84

B- 2.7 75 – 79 C+ 2.3 70 – 74 C 2.0 Satisfactory – basic understanding of subject matter 65 – 69 C- 1.7 60 – 64 D+ 1.3 55 – 59 D 1.0 Minimal Pass – marginal performance 50 – 54

F 0.0 Fail – unsatisfactory performance or failure to meet course requirements Below 50

A student’s final grade for the course is the sum of the separate assignments. It is not necessary to pass each assignment separately in order to pass the course.

Course Evaluation

Student feedback will be sought at the end of the course through the standard University and Faculty of Social Work course evaluation forms. Students are welcome to discuss the process and content of the course at any time with the instructor.

PROFESSIONAL CONDUCT As members of the University community, students and staff are expected to demonstrate conduct that is consistent with the University of Calgary Calendar http://www.ucalgary.ca/pubs/calendar/current/k-2.html Students and staff are also expected to demonstrate professional behaviour in class that promotes and maintains a positive and productive learning environment. Consistent with the aims of the Social Work Program, all students and staff are also expected to respect, appreciate, and encourage expression of diverse world views and perspectives. The University of Calgary also expects all to respect, appreciate, and encourage diversity. All members of the University community participating in the Social Work Program are expected to offer their fellow community members unconditional respect and constructive feedback. While critical thought, and debate, is valued in response to concepts and opinions shared in class, feedback must at all times be focused on the ideas or opinions shared and not on the person who has stated them. Where a breach of an above mentioned expectation occurs in class, the incident should be reported immediately to the Associate Dean or his/her designate. As stated in the University Calendar, students who seriously breach these guidelines may be subject to a range of penalties ranging from receiving a failing grade in an assignment to expulsion from the University. Students and staff are expected to model behaviour in class that is consistent with our professional values and ethics. Students are expected to comply with professional standards for the Social Work profession as outlined by the Canadian Association for Social Workers, Code of Ethics (2005): https://casw-acts.ca/en/Code-of-Ethics and the Alberta College of Social Work Standards of Practice (2013): http://www.acsw.ab.ca/document/1327/final_standardsofpractice_20131104.pdf

http://www.ucalgary.ca/pubs/calendar/current/k-2.html

https://casw-acts.ca/en/Code-of-Ethics

https://casw-acts.ca/en/Code-of-Ethics

http://www.acsw.ab.ca/document/1327/final_standardsofpractice_20131104.pdf

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Students are expected to ensure they are both familiar with, and comply with these standards.

RESEARCH ETHICS "If a student is interested in undertaking an assignment that will involve collecting information from members of the public, he or she should speak with the course instructor and consult the CFREB ethics website (http://www.ucalgary.ca/research/researchers/ethics-compliance/cfreb) before beginning the assignment."

WRITING EXPECTATIONS It is expected that all work submitted in assignments should be the student’s own work, written expressly by the student for this particular course. You are reminded that academic misconduct, including plagiarism, has extremely serious consequences, as set out in the University Calendar http://www.ucalgary.ca/pubs/calendar/current/k-2.html All social work students are expected to review the Academic Integrity Module before beginning their program: https://connect.ucalgary.ca/p8lgb1nucdh/ A number of programs and services, including online writing tutors, are available through the Student Success Centre (SSC) to assist students increase productivity and overcome certain difficulties they may encounter. Additional information and the links for either appointment booking or event registration are available at http://www.ucalgary.ca/ssc/

IMPORTANT INFORMATION A number of services are available through the Wellness Centre to support students in distress or those needing wellness supports: http://www.ucalgary.ca/wellnesscentre/resources Wellness Centre Phone Support (403) 210-9355 24 hours/day If a student requires immediate or crisis support, they can also call the Mental Health Help Line 1-877-303-2642 (toll free within Alberta for mental health advice). Each individual is responsible to ensure compliance with the University of Calgary copyright policy. Individual questions and concerns should be directed to [email protected]. Any research in which students are invited to participate will be explained in class and approved by the appropriate University Research Ethics Board. Students must use their ucalgary email address as the preferred email for university communications. Cell phones must be turned off in class unless otherwise arranged with the instructor. Assembly points for emergencies have been identified across campus. The primary assembly point for the Professional Faculties building is the Education Block Food Court. The alternate assembly point is Scurfield Hall Atrium. The Social Work representative to the Students Union is to be determined ([email protected]). Appeals: If there is a concern with the course, academic matter, or a grade, first communicate with the instructor. If these concerns cannot be resolved, students can proceed with an academic appeal, and must follow the process in the Calendar. http://www.ucalgary.ca/pubs/calendar/current/i.html The Student Ombudsman’s Office can be reached at http://www.ucalgary.ca/ombuds/ for assistance with any academic and non-academic misconduct concerns.

http://www.ucalgary.ca/research/researchers/ethics-compliance/cfreb

http://www.ucalgary.ca/pubs/calendar/current/k-2.html

https://connect.ucalgary.ca/p8lgb1nucdh/

http://www.ucalgary.ca/ssc/

http://www.ucalgary.ca/wellnesscentre/resources



http://www.ucalgary.ca/pubs/calendar/current/i.html

http://www.ucalgary.ca/ombuds/

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The Freedom of Information and Protection of Privacy (FOIP) Act indicates that assignments given by you to your course instructor will remain confidential unless otherwise stated before submission. The assignment cannot be returned to anyone else without your express permission. Similarly, any information about yourself that you share with your course instructor will not be given to anyone else without your permission. STUDENTS WITH DISABILITIES It is the student’s responsibility to request academic accommodations. Discuss your needs with your instructor no later than fourteen (14) days after the start of this course. If you are a student with a documented disability who may require academic accommodation, please register with the Student Accessibility Services http://www.ucalgary.ca/access/ (403) 220-8237 or email: [email protected]. Students needing an Accommodation in relation to their coursework or to fulfil requirements for a graduate degree, based on a Protected Ground other than Disability, should communicate this need, preferably in writing, to their Instructor or to the Faculty of Social Work’s Associate Dean (Teaching & Learning). SAFEWALK (403) 220-5333 Campus security will escort individuals, day or night. Call (403) 220-5333. Use any campus phone, emergency phone or the yellow phone located at most parking lot pay booths Building Evacuations When the building evacuation alarm sounds, please take your personal belongings, if readily available, leave the building quickly and safely using the stairs and proceed to our primary Assembly Point – the Education Building. Wait there until you have received clearance from the Emergency Wardens to re-enter the building. You are encouraged to download the UofC Emergency App: http://www.ucalgary.ca/emergencyplan/emergency-instructions/uc-emergency-app Supports for Mental Health The University of Calgary recognizes the pivotal role that student mental health plays in physical health, social connectedness and academic success, and aspires to create a caring and supportive campus community where individuals can freely talk about mental health and receive supports when needed. We encourage you to explore the excellent mental health resources available throughout the university community, such as counselling, self-help resources, peer support or skills-building available through the SU Wellness Centre (Room 370, MacEwan Student Centre, ucalgary.ca/wellnesscentre/counselling/personal/ ) and the Campus Mental Health Strategy website (ucalgary.ca/mentalhealth). Sexual Violence Policy The University recognizes that all members of the University Community should be able to learn, work, teach and live in an environment where they are free from harassment, discrimination, and violence. The University of Calgary’s sexual violence policy guides us in how we respond to incidents of sexual violence, including supports available to those who have experienced or witnessed sexual violence, or those who are alleged to have committed sexual violence. It provides clear response procedures and timelines, defines complex concepts, and addresses incidents that occur off-campus in certain circumstances. Please see the policy available at https://www.ucalgary.ca/policies/files/policies/sexual-violence-policy.pdf

http://www.ucalgary.ca/access/


http://www.ucalgary.ca/emergencyplan/emergency-instructions/uc-emergency-app

https://www.ucalgary.ca/policies/files/policies/sexual-violence-policy.pdf

https://www.ucalgary.ca/policies/files/policies/sexual-violence-policy.pdf

Documents

UNIVERSITY OF CALGARY · of generalist social work practice within rural, remote, and Indigenous contexts. A series of modules address the challenges and skills of generalist practice